Mr S. PorterHistory and Sociology TeacherAssistant Headteacher
Mr C. Gorell
Teacher of Geography
Head of Faculty/Humanities
Miss E. QuayleHistory Teacher 
Mr. G. LumsdenHistory Teacher 
Mrs. R. MitchellGeography Teacher


Key Stage 3

Year 7

  • What is History?
  • The Romans
  • The Norman Conquest
  • Power of the Medieval Church
  • The Black Death
  • The Peasants Revolt
  • Robin Hood

Year 8

  • The Tudors 
  • The Stuarts 
  • The Industrial Revolution 1745-1901 
  • Crime and Punishment 
  • The Slave Trade and the Abolition of Slavery. 
  • Race Relations in America 1955-1968:

Year 9

  • World War I 1914-1919: 
  • Rise of Dictators, Nazi Persecution of the Jews, Steps to WWII. 
  • World War II 1939-1945:

Key Stage 4

At Key Stage 4 pupils study the Edexcel 9-1 GCSE History specification.

Year 10 & Year 11

Paper 1:

Medicine in Britain, c1250–present with The British sector of the Western Front, 1914–18: injuries, treatment and the trenches (Paper 1, 30% of GCSE)

  • Continuity and change in explanations of the cause of disease and illness. The influence in Britain of Pasteur’s Germ Theory and Koch’s work on microbes. 
  • The extent of change in care and treatment: improvements in hospital care and the influence of Nightingale. The impact of anaesthetics and antiseptics on surgery. 
  • New approaches to prevention: the development and use of vaccinations and the Public Health Act 1875. 
  • Key individual: Jenner and the development of vaccination. 
  • Fighting Cholera in London, 1854; attempts to prevent its spread; the significance of Snow and the Broad Street pump. 
  • Advances in understanding the causes of illness and disease: the influence of genetic and lifestyle factors on health. 
  • Improvements in diagnosis: the impact of the availability of blood tests, scans and monitors. 
  • The extent of change in care and treatment. The impact of the NHS and science and technology: improved access to care; advances in medicines, including magic bullets and antibiotics; high-tech medical and surgical treatment in hospitals. 
  • New approaches to prevention: mass vaccinations and government lifestyle campaigns. 
  • Key individuals: Fleming, Florey and Chain’s development of penicillin. 
  • The fight against lung cancer in the twenty-first century: the use of science and technology in diagnosis and treatment; government action. 
  • The British sector of the Western Front, 1914–18: injuries, treatment and the trenches. 
  • The context of the British sector of Western Front and the theatre of war in Flanders and northern France: the Ypres salient, the Somme, Arras and Cambrai. The trench system - its construction and organisation, including frontline and support trenches. The use of mines at Hill 60 near Ypres and the expansion of tunnels, caves and quarries at Arras. Significance for medical treatment of the nature of the terrain and problems of the transport and communications infrastructure. 
  • Conditions requiring medical treatment on the Western Front, including the problems of ill health arising from the trench environment. The nature of wounds from rifles and explosives. The problem of shrapnel, wound infection and increased numbers of head injuries. The effects of gas attacks. 
  • The work of the RAMC and FANY. The system of transport: stretcher bearers, horse and motor ambulances. The stages of treatment areas: aid post and field ambulance, dressing station, casualty clearing station, base hospital. The underground hospital at Arras. 
  • The significance of the Western Front for experiments in surgery and medicine: new techniques in the treatment of wounds and infection, the Thomas splint, the use of mobile x-ray units, the creation of a blood bank for the Battle of Cambrai.  
  • The historical context of medicine in the early twentieth century: the understanding of infection and moves towards aseptic surgery; the development of x-rays; blood transfusions and developments in the storage of blood.

Paper 2:

The American West, c1835–c1895 & Early Elizabethan England, 1558–88 (40% of GCSE) 

The American West, c1835–c1895

  • Social and tribal structures, ways of life and means of survival on the Plains. 
  • Beliefs about land and nature and attitudes to war and property. 
  • US government policy: support for US westward expansion and the significance of the Permanent Indian Frontier. The Indian Appropriations Act 1851. 
  • The factors encouraging migration, including economic conditions, the Oregon Trail from 1836, the concept of Manifest Destiny, and the Gold Rush of 1849.
  • The process and problems of migration, including the experiences of the Donner Party and the Mormon migration, 1846–47. The development and problems of white settlement farming. 
  • Reasons for tension between settlers and Plains Indians. The significance of the Fort Laramie Treaty 1851. 
  • The problems of lawlessness in early towns and settlements. Attempts by government and local communities to tackle lawlessness. 
  • The significance of the Civil War and post war reconstruction, including the impact of the Homestead Act 1862, the Pacific Railroad Act 1862, and the completion of the First Transcontinental Railroad, 1869. 
  • Attempts at solutions to problems faced by homesteaders: the use of new methods and new technology; the impact of the Timber Culture Act 1873 and of the spread of the railroad network. 
  • Continued problems of law and order in settlements, and attempted solutions, including the roles of law officers and increases in federal government influence. 
  • The cattle industry and factors in its growth, including the roles of Iliff, McCoy and Goodnight, the significance of Abilene and of the increasing use of the railroad network. 
  • The impact of changes in ranching on the work of the cowboy. 
  • Rivalry between ranchers and homesteaders. 
  • The impact of railroads, the cattle industry and gold prospecting on the Plains Indians. 
  • The impact of US government policy towards the Plains Indians, including the continued use of reservations. President Grant’s ‘Peace Policy’, 1868. 
  • Conflict with the Plains Indians: Little Crow’s War (1862) and the Sand Creek Massacre (1864), the significance of Red Cloud’s War (1866–68) and the Fort Laramie Treaty (1868). Changes in farming: the impact of new technology and new farming methods. 
  • Changes in the cattle industry, including the impact of the winter of 1886–87. The significance of changes in the nature of ranching: the end of the open range. 
  • Continued growth of settlement: the Exoduster movement and Kansas (1879), the Oklahoma Land Rush of 1893. 
  • Extent of solutions to problems of law and order: sheriffs and marshals. The significance of Billy the Kid, OK Corral (1881), Wyatt Earp. 
  • The range wars, including the Johnson County War of 1892. 
  • Conflict with the Plains Indians: the Battle of the Little Big Horn, 1876 and its impact; the Wounded Knee Massacre, 1890 
  • The hunting and extermination of the buffalo. 
  • The Plains Indians’ life on the reservations. 
  • The significance of changing government attitudes to the Plains Indians, including the Dawes Act 1887 and the closure of the Indian Frontier.

Early Elizabethan England 1558-1588

  • The Virgin Queen: the problem of her legitimacy, gender, marriage. Her character and strengths. 
  • Challenges at home and from abroad: the French threat, financial weaknesses. 
  • Religious divisions in England in 1558. Elizabeth’s religious settlement (1559): its features and impact. 
  • The Church of England: its role in society. 
  • The nature and extent of the Puritan challenge. 
  • The nature and extent of the Catholic challenge, including the role of the nobility, Papacy and foreign powers. 
  • Mary, Queen of Scots: her claim to the English throne, her arrival in England in 1568. 
  • Relations between Elizabeth and Mary, 1568–69. 
  • The reasons for, and significance of, the Revolt of the Northern Earls, 1569–70. 
  • The features and significance of the Ridolfi, Throckmorton and Babington plots. Walsingham and the use of spies. 
  • The reasons for, and significance of, Mary Queen of Scots’ execution in 1587. 
  • Political and religious rivalry. Commercial rivalry. The New World, privateering and the significance of the activities of Drake. 
  • English direct involvement in the Netherlands, 1585–88. The role of Robert Dudley. 
  • Drake and the raid on Cadiz: ‘Singeing the King of Spain’s beard’. 
  • Spanish invasion plans. Reasons why Philip used the Spanish Armada. The reasons for, and consequences of, the English victory. 
  • Education in the home, schools and universities. 
  • Sport, pastimes and the theatre. 
  • The reasons for the increase in poverty and vagabondage during these years. 
  • The changing attitudes and policies towards the poor. 
  • Factors prompting exploration, including the impact of new technology on ships and sailing and the drive to expand trade. 
  • The reasons for, and significance of, Drake’s circumnavigation of the globe. 
  • The significance of Raleigh and the attempted colonisation of Virginia. 
  • Reasons for the failure of Virginia.

Paper 3:

Weimar and Nazi Germany, 1918–39 (30% of GCSE)

  • The legacy of the First World War. The abdication of the Kaiser, the armistice and revolution, 1918–19. 
  • The setting up of the Weimar Republic. The strengths and weaknesses of the new Constitution. 
  • Reasons for the early unpopularity of the Republic, including the ‘stab in the back’ theory and the key terms of the Treaty of Versailles. 
  • Challenges to the Republic from Left and Right: Spartacists, Freikorps, the Kapp Putsch. 
  • The challenges of 1923: hyperinflation; the reasons for, and effects of, the French occupation of the Ruhr. 
  • Reasons for economic recovery, including the work of Stresemann, the Rentenmark, the Dawes and Young Plans and American loans and investment. 
  • The impact on domestic policies of Stresemann’s achievements abroad: the Locarno Pact, joining the League of Nations and the Kellogg-Briand Pact. 
  • Changes in the standard of living, including wages, housing, unemployment insurance. 
  • Changes in the position of women in work, politics and leisure. 
  • Hitler’s early career: joining the German Workers’ Party and setting up the Nazi Party, 1919–20. 
  • The early growth and features of the Party. The Twenty-Five Point Programme. The role of the SA. 
  • The reasons for, events and consequences of the Munich Putsch. Reasons for limited support for the Nazi Party, 1924–28. Party reorganisation and Mein Kampf. The Bamberg Conference of 1926. 3 The growth in support for the Nazis, 1929–32 
  • The growth of unemployment – its causes and impact. The failure of successive Weimar governments to deal with unemployment from 1929 to January 1933. The growth of support for the Communist Party. 
  • Reasons for the growth in support for the Nazi Party, including the appeal of Hitler and the Nazis, the effects of propaganda and the work of the SA. 
  • Political developments in 1932. The roles of Hindenburg, Brüning, von Papen and von Schleicher. 
  • The part played by Hindenburg and von Papen in Hitler becoming Chancellor in 1933. 
  • Cultural changes: developments in architecture, art and the cinema. 
  • The Reichstag Fire. The Enabling Act and the banning of other parties and trade unions. 
  • The threat from Röhm and the SA, the Night of the Long Knives and the death of von Hindenburg. Hitler becomes Führer, the army and oath of allegiance. 
  • The role of the Gestapo, the SS, the SD and concentration camps. 
  • Nazi control of the legal system, judges and law courts. 
  • Nazi policies towards the Catholic and Protestant Churches, including the Reich Church and the Concordat. 
  • Controlling and influencing attitudes: Goebbels and the Ministry of Propaganda: censorship, Nazi use of media, rallies and sport, including the Berlin Olympics of 1936. 
  • Nazi control of culture and the arts, including art, architecture, literature and film. 
  • The extent of support for the Nazi regime. Opposition from the Churches, including the role of Pastor Niemöller. 
  • Opposition from the young, including the Swing Youth and the Edelweiss Pirates. 
  • Nazi views on women and the family. 
  • Nazi policies towards women, including marriage and family, employment and appearance 
  • Nazi aims and policies towards the young. The Hitler Youth and the League of German Maidens. 
  • Nazi control of the young through education, including the curriculum and teachers 
  • Nazi policies to reduce unemployment, including labour service, autobahns, rearmament and invisible unemployment. 
  • Changes in the standard of living, especially of German workers. 
  • The Labour Front, Strength Through Joy, Beauty of Labour. 
  • Nazi racial beliefs and policies and the treatment of minorities: Slavs, ‘gypsies’, homosexuals and those with disabilities. 
  • The persecution of the Jews, including the boycott of Jewish shops and businesses (1933), the Nuremberg Laws and Kristallnacht.

Approaches to Teaching and Learning in History

History is taught as an individual subject at both KS3 and KS4. Throughout Years 7-9 every student will gain a knowledge and understanding of past societies including that of Britain, and other significant civilisations and countries from the past. Students will be expected to develop critical thinking and evidential skills, develop arguments which show perspective and judgement. In addition to using paper based resources, the use of ICT will enable students to discover more about the past. Students will talk about History, read about History, write about History and, hopefully, become more curious about our past. Engaging, inclusive approaches are used in all lessons to enable students to enjoy History. Teachers are passionate about History and this enthusiasm captures the imagination and interest of our students.


Key Stage 3

Year 7

  • How do we use maps? 
  • Geography of the United Kingdom 
  • Tectonic Hazards 
  • Kenya 
  • Is there enough food for everyone?

Year 8

  • Weather in the UK 
  • Climate change 
  • Crime 
  • Extreme weather 
  • Biomes of the World- Chester Zoo trip

Year 9

  • The Development Gap 
  • Migration 
  • Glaciation 
  • Mumbai 
  • Rivers 
  • Rivers Fieldwork with River Wyre trip

Key Stage 4

For the AQA GCSE Geography specification there are three exam papers.

Paper 1: Living with the physical environment
Paper 1 is based on Physical Geography, is worth 35% and is 1 hour 30 minutes long. • Section A: The challenge of natural hazards • Section B: The living world • Section C: Physical landscapes in the UK

Paper 2: Challenges in the human environment
Paper 2 is based on Human Geography, is worth 35% and is 1 hour and 30 minutes long. 

  • Section A: Urban issues and challenges 
  • Section B: The changing economic world? 
  • Section C: The challenge of resource management

Paper 3: Geographical applications
Paper 3 is based on geographical skills, an issue evaluation and physical and human fieldwork. It is 1 hour 15 minutes long and is worth 35%. Approaches to Teaching and Learning in GeographyGeography is taught as a sole subject for all of Key Stage 3. As a fundamental aspect of Geography and crucial for the new GCSE Geography curriculum, fieldwork is integrated in to Year 9. Great emphasis is placed with pupils to work independently in data synthesis and data presentation throughout fieldwork opportunities.

Throughout Years 7-9 every student will gain an in-depth knowledge and understanding of various aspects of Human, Physical and Environmental Geography. Assessments at Key Stage 3 are based on assessing pupil’s geographical knowledge, but also to encourage the development of social skills; for example for Weather in the UK pupils will work in a group to conduct a video news report assessment on a recent volcano or earthquake. GCSE Geography pupils study the new 9-1 AQA specification. This specification was carefully selected to best suit the needs of the pupils at Worden. Through this specification they will travel the world from their classroom, exploring case studies in the United Kingdom (UK), higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes.

Students in Key Stage 3 and Key Stage 4 will be expected to develop independence, critical thinking, evidential skills and develop arguments which show perspective and judgement from the opinion of different cultures and countries. In addition to using paper based resources, the use of ICT will enable students to discover more about the world we live in. Engaging and inclusive approaches to teaching Geography are used in all lessons to enable students to enjoy the subject, but to highlight the importance of geographical knowledge in the 21st century. Teachers are passionate about Geography and this inspiration and enthusiasm captures the imagination and interest of our students.

Religious Education

Key Stage 3

Year 7

  • Christianity
  • Islam 
  • Buddhism

Year 8

  • Christianity 
  • Islam

Year 9

  • Christianity 
  • Buddhism 
  • Judaism

Approaches to Teaching and Learning in RE

RE is taught as an individual subject at both KS3 and KS4. Throughout Years 7-9 every student will gain a knowledge and understanding of various world religions including Christianity, Islam, Judaism, Buddhism and Sikhism.

Students will be expected to develop critical thinking and evidential skills, develop arguments which show perspective and judgement. In addition to using paper based resources, the use of ICT will enable students to discover more about these religions. Students will talk about RE, read about RE, write about RE and, hopefully, become more curious about the world in which they live. Engaging, inclusive approaches are used in all lessons to enable students to enjoy RE. Teachers are passionate about RE and this enthusiasm captures the imagination and interest of our students.

Parent/Guardian Information:

Parents are extremely valued as supporters of their children’s progress, and the Humanities Faculty is always very keen to communicate with parents. Pupils who are progressing well will receive prizes, certificates, rewards in assembly and texts home. Parents are invited to talk about the best way forward for their child given the individual needs in Humanities that they may well have.

For further information related to these subject areas enquiries should be directed to the relevant Head of Department.

Useful Links

Read the Exam Specifications: